OTHER LOCAL TEACHING AND LEARNING CONFERENCES
In workshops, conferences, and teaching and learning faculty development, we often take away a small teaching tip that helps us better facilitate group work, engage more students in discussions, and motivate students to be prepared for class. We would like to offer that “Aha!” moment more often with our Weekly Teaching Tips.
Every week we will send out a new teaching tip in a brief infographic you can read and implement that same week. From there you can access this page, which will offer the full content of each teaching tip.
Teaching Tips come from the 2013-2014 Teaching Issues Writing Consortium, Oakland University’s Instructional Fairs (2013, 2015), and OU faculty submissions.
Download the Teaching Tips 2013-2015 Book All of our Teaching Tips organized in one file. Save the collection or print it off to keep it handy. Click here to download.
Featured Teaching Tip
Mapping as Teaching and Productivity Tools
Send an Early Introduction to Students
Checking Assumptions about Students
Valuing Half-Formed Thoughts in Class Discussion
Background Knowledge Probes
R.A.I.S.E. Student Preparation: Make Sure They’re Ready for Class
Syllabus Scavenger Hunt
To Text or Not to Text
Prior Knowledge Check: Engaging Students at the Beginning of the Semester
Similar and Different: An Ice Breaker that Builds Community
Preparing for the Semester: SWOT Analysis
Using the Mindfulness Bell
The Last Five Minutes of Class
Instructional Design for Motivation
Student Attention: Designing a Classroom Experience
Small Changes to Improve Community and Evaluations
Use Elements of Cognitive Constructivism to Design Effective Learning Activities
Beyond Bloom: Expanding Our Ideas about Learning Objectives
Identify Bottlenecks to Student Learning to Develop Improved Learning Strategies
Characteristics of Effective Feedback
Connections Classes: Improving Student-Faculty Interaction
Using Word Clouds to Discuss Sensitive Topics in Class
The PEAR Approach: Developing Stronger Discussion Questions
Comics and Content
Brain Muscle Circuit Training
Active Listening: Small Group Activity
Cash Cab Activity
Activities to Make Lectures Interactive
Hands Down: Pose, Pause, Bounce, Pounce
Use Discrepant Teaching Events to Address Students’ Misconceptions
Six Thinking Hats
Skills for Success: From Academic to Professional
Found Metaphors: A Strategy of Applied Creative Thinking
Helping Students Study
Peer Review Best Practices
Build a Story: Preparation for Group Collaboration
Maximizing the Performance of Informal Groups
Getting Collaborative Learning to Work for You and Your Students
Send-a-Problem: Critical Thinking Cooperative Learning
Collaborative Testing: Maintaining Rigor While Increasing Critical Thinking
Mind Your MCQ’s: Thought-Provoking Multiple Choice Questions for Peer Teaching
A Carousel Activity for Student-driven Group Discussion
Tweet from Your Seat: Variations on Peer Review
Annotating that Goes the Distance
Five Keys to Helping Students Read Difficult Texts
Teaching Squares: Ideas from Peer Observations Notecard Mid-semester Feedback
The Power of Quizzing
The Power of Tests to Teach
Writing and Evaluating Effective Multiple Choice Tests
Audio Feedback with Vocaroo
Pecha Kucha Presentation Technique
Students Sign Up with Google Appointments
Courses that Go Places with Google Earth
Teaching with New Media
Social Presence and Interaction in the Online Classroom
Reflective Practice Using SKAP (Skills, Knowledge, Attitudes, Practice)
The Last Day of Class, Beyond Pizza
Snapshot: End-of-Class Feedback and Assessment
Progress Report Journals: Reflecting on Course Performance
Improve Student Learning with (almost) No Grading
The Importance of Mindfulness Strategies
Making Metacognition Transparent through a “Gallery Walk” Activity
Techniques to Help Students Think about Their Learning
A Penny for Your Thoughts: Importance of Meaning in Studying
How Students Can Learn from Their Mistakes
This $3,000 grant funds the development, implementation and evaluation of evidence-based teaching practices that will improve teaching and student learning. The funding supports the faculty’s time to research, develop and assess their project that goes above and beyond the expected course preparation time. Full-time faculty, and part-time faculty who have taught at least 24 credits at OU may apply. The most recent grant application was due March 31, 2016. Every winter, we host a workshop on how to write an effective proposal for this grant. View the full grant details, and download the cover letter form and full evaluation rubric. Past CETL Teaching Grant recipients, OUWB faculty, and graduate students are not eligible.
Every year, the Center for Excellence in Teaching and Learning provides 20 stipends for faculty to attend the Lilly Conference on Teaching and Learning. The next conference takes place October 20-22, 2016 in downtown Traverse City, MI. Priority is given to faculty who give presentations and are first-time attendees. This year, conference proposals were due May 26, 2016, and Travel Grants were due June 3. All OU faculty can receive 10% off registration with the code cosponsor16.
Learn more about the conference.
OTHER OU GRANTS
Awards $100-$750 to part- and full-time faculty, for use of resources to enhance their teaching and learning (not a stipend). Proposals accepted and rewarded Fall 2015-Winter 2016 on a rolling basis until funding has run out. See their website for more information.
Research indicates that certain “high impact educational practices” when integrated into the teaching and learning environment can significantly impact student engagement, learning, and retention. The office of the Senior Associate Provost is pleased to announce grants that will allow faculty to integrate high impact activities into their undergraduate courses. High impact practices include: student/faculty research, learning communities, service learning, study abroad (short or long-term), internships, and senior culminating experiences.
These practices involve several key elements such as common readings, group projects, high performance expectations, investment of student effort over an extended period of time, interactions with students and faculty on substantive matters, experiences with diversity, constructive feedback, structured opportunities to reflect and integrate learning, real-world applications, and public demonstrations of competence.
Proposals must include the use of high impact practice(s) and detail how the HIPs will be implemented and evaluated.
Grants will be determined based on levels of involvement:
- Grants up to $3,000 will be available to individual faculty; $5000 for a collaboration between two or more faculty
- Grants up to $7,500 will be available to departments that want to redesign all sections of a course or courses
Awards are designed to provide faculty with the resources to implement high impact practices into the section(s) of courses they are teaching or to allow a department the opportunity to redesign entire courses. Proposals for new courses or significant course redesign should be based on high impact practices that involve new and innovative ways of engaging students. It is expected that the project will be developed, implemented, and assessed within the next calendar year. During this period, applicants may not be working on any other funded project similar to the proposed project (though e-LIS, CETL, or department).
Funds are to enhance existing courses or develop new courses that engage students and should not be used to advantage individual faculty or students (e.g., study abroad scholarships.) Faculty may use funds for development compensation(not release time) and/or for items such as student labor directly related to development, curricular materials, etc. The purchase of related equipment should be for resources needed to carry out the development or implementation of new practices in the course(s). Student wages are not intended as compensation for instruction. If you have questions regarding whether to include a particular expenditure please contact us to discuss it.
* From “Ensuring Quality & Taking High-Impact Practices to Scale” by George Kuh and Ken O’Donnell
Tenure-track, tenured faculty, and full-time teaching instructors (i.e., special instructors, full-time adjunct and visiting professors) or department chairs/program directors may apply for the grant. Part-time faculty may serve as collaborators on a grant. Each application must be supported (signature on cover sheet) by the applicant’s chair/program director. Two or more faculty working collaboratively may submit a proposal for a single grant.
- Proposal as outlined
- Cover page with signature of chair/director
- Proposal 3-5 pages
- Proposal Due Date is January 15, 2014
- Redesign planning and development – Spring and Summer 2014
- Course implementation – Fall 2014 or Winter 2015
- Final report – submitted within one semester of course implementation
- Summary of project
- Examples of High Impact Practices used
- Results of course assessment
- Analysis and discussion of assessment
- Dissemination of Results – you will be expected to present the results at the next possible OU Retention Conference and are encouraged to also present or publish elsewhere.
Proposal should be 3-5 pages, double-spaced.
- Description of the need for the design or redesign.
- Description of the project – How does the introduction of high impact practices address the need in item 1? In what way does the new design differ from existing practice.
- High Impact Practices – Explain how HIPs will be integrated into the course.
- Impact on learning – Describe how you expect this project to improve student engagement and student success.
- Assessment – include a proposed assessment plan. Multiple methods of assessment are encouraged.
- Timeline – Include the proposed timeline for the project from preparation and planning to final report. Please include the percentage of the faculty participants’ time that will be devoted to the project.
The applicant must sign the proposal cover sheet and give relevant contact information, obtain signatures of the department chair/director. The proposal should be submitted electronically to firstname.lastname@example.org. Applicant name(s) should not appear on any page of the proposal other than the cover sheet.
Completed applications are due by 5:00 on January 15, 2014
(20 points) Problem/need statement – Degree to which the redesign and development address a
significant learning issue and likelihood of success
(30 points) Use of high impact practices – Degree to which practices are innovative and pedagogically
sound; degree to which high impact practices are integrated into the course/section
(20 points) Potential impact – Potential for enhancing student engagement, meeting learning outcomes,
and leading to student success
(15 points) Assessment – Appropriateness of planned assessment processes
(15 points) Time commitment – Clear evidence that significant effort will be devoted to planning the
course redesign, implementing the course, and assessing the outcome of the redesign on
student learning + Detailed Budget of how funds will be spent
The Oakland University Retention committee invites proposals from students, faculty, and staff for projects during the 2013-2015 school years. We are especially interested in funding proposals that engage students and promote success and retention. See also the conference on retention that Oakland University is hosting in February 2013.
Deadline for proposal:
- March 15, 2013
- December 1, 2013
Type of projects available for funding:
- Direct Impact: up to $1,000 for a single event or action aimed at increasing retention
- Development: up to $5,000 for developing an on-going retention strategy
- Demonstration: up to $10,000 for execution of an innovative approach
Please include the following in your proposal:
- Name of project
- Name and contact information for project leader
- List of collaborating students, faculty, and staff
- Type of project and amount requested
- Project description and timeline
- Project budget
- Retention impact evaluation plan
- Target student population and number of student involved
- Plan for sustainability
Guidelines for Submission:
- Please submit a completed copy of the proposal to Scott Crabill, Interim Vice Provost for Undergraduate Education
- Proposals are reviewed by the Oakland University Retention Committee
- Upon project completion an impact report must be submitted to the retention committee
Illustrative examples of funded projects:
MSU's Online Instructional Resources
- Current site: http://www.kennesaw.edu/cetl/
- Direct link to PDF (71 pages): http://www.kennesaw.edu/cetl/
- Scholarship of Teaching and Learning Bibliography
The guide for all of the basics of the Oakland University campus, from faculty and student resources and SAIL tutorials to the tenure process and emergency protocols. For new and veteran faculty, it is the one-stop place for all information. Download it here.
- Faculty Handbook 2016-2017
- Faculty Social Guide to Metro Detroit
- Teaching Tips Collection (2013-2015) See original Teaching Tips series at oakland.edu/teachingtips.
- Faculty Guide - Students with Disabilities
- Instructional Fair Booklet of Teaching Strategies (2015, 2013) This handy booklet of teaching strategies comes from faculty across all departments, featuring one-page sheets to implement the activity in your class.
Quick Notes are your brief visual guide to best practices, university processes, and other good-to-know aspects of helping students succeed.
|Faculty Success||Student Success||University Success|
|Universal Design for Learning (UDL)|
- AAMC’s Guideleines to Writing a Letter of Evaluation (2015)
- Making Feedback Helpful (Michaelsen & Schultheiss, 1988)
- Providing Feedback to Students and Faculty (Loftus, 2015)
- Lecture/Teaching Observation Form (Loftus, 2015)
- Autism and College Students: Fast Facts for Faculty
- Peer Transition Assistance Program OU program for incoming freshmen with ASD assisting them with the transition from high school to college.
- Teaching Students with Autism Expectations, Impact, Project Parameters, and Teaching Tips from the Office of Disability Support Services.
- Understanding Asperger Syndrome: A Professor's Guide Learn how to identify and accommodate college students with autism in this 15 minute video.
- Faculty Mentoring Guidelines and Resources (WISE@OU, 2016)
- Faculty Feedback System (2015): oakland.edu/uge/faculty-feedback and CETL workshop slides
- Academic Human Resources Presentation (Faculty Orientation, 8/2013)
- Retention Data
- Suicide Prevention and Awareness
- “The Sunday Meeting” (Rockquemore, 2010)